The data team shared various data with the goal of understanding student success at the college. They presented data on courses with the highest enrollments and lowest retention rates broken down by demographics. Data on placement testing, financial aid, and the demographics of first-time students was also analyzed. Persistence rates for first-time students were found to be lowest for African American males, African American females, Hispanic males, and White males over five years. The data team aims to use this information to identify underlying factors impacting student success and inform interventions.

1. AtD DATA TEAM
Presentation #1: The Beginning
Presented to the AtD Core Team 12/12/11
To be Presented to CPC 1/9/11
To be Presented at Spring Flex Jan. 2012
Presenters:
Daniel Ruiz, Data Team Co-Chair, Retention Counselor
Rhea Estoya, Research Analyst (Institutional Effectiveness)
Kristi Blackburn, Data Team Co-Chair, Dean of Institutional Effectiveness
On behalf of the AtD Data Team

2. AtD DATA TEAM MEMBERS
Daniel Ruiz, Co-Chair Kristi V. Blackburn, Co-Chair Rhea Estoya
Lora Lane Elena Reigadas Sally Fasteau
Leige Doffoney Sandra Sanchez Nestor Tan
Mercy Yanez Ivan Clarke Sara Rubio
Bobby Henrichs
MEETINGS: July, August, Sept., Oct., Nov., Dec. Nearly 20 hours meeting time;
additional data time by IE
Office
PROCESS: Creation of Data Toolbox (addressed in upcoming slide)
Data; articles; scholarly publications;
rigorous discussion
AtD Data Team listserv

3. AtD is a Social Justice movement

4. AtD: Data driven decision making

5. Of course, there are exceptions:

6. AtD DATA TEAM
SHARED UNDERSTANDING…
• Data discussions need to be held within a context.
• Resist the desire to draw conclusions from incomplete data.
• Avoid jumping to conclusions.
• Data discussions are that: discussions.
– Resist desire to draw conclusions about courses/departments/personnel
from what could be incomplete data.
– Be mindful of how we discuss the data and be cautious of how people
―hear‖ what we report to the AtD Core Team and CPC.
• Data in itself is free from judgment—how it is interpreted and presented
makes all the difference as to what people do with it.
• Keep an open mind and a critical eye. Watch for what makes sense and
what doesn’t.
• Keep an open heart: the work we are doing is to support Student Success!
– Our students will ultimately benefit from this work!

7. PROCESS OF INQUIRY
AND DIALOGUE:
• What are our ―pain points‖?
– Retention, Completion, Success
• What additional data would be useful to know?
• What ―research questions‖ should drive our data
campaign?
• What data do we have versus what do we need?
• What approach do we want to take?

8. AtD DATA TEAM GOAL:
STUDENT SUCCESS

9. DATA TOOLBOX: In the Beginning
 2011 Fact Book (hot off the presses!)  LAHC Highest Enrollment Courses X
 Leakage Point Analysis Hand out (from demographic
Lumina)  LAHC Highest failure courses X
 IPEDS Factsheets for 2005, 2006, 2007, demographic
2008, 2009, 2010, 2011  Financial Aid guidelines provided and
 LAHC readiness submission to Lumina for discussed
the grant  Matriculation Committee Report/
 Alignment of College/District Strategic Plan Assessment Data
(presented to the Board June, 2011)  Summary of Orientation data from E.
 Powerpoint of Aligning AtD with Colocho
Accreditation activities  Exit Point Analysis (aka ―Leakage Points‖ or
 Drop Survey results from Spring 2011 ―momentum points‖)
 Financial Aid data  Course availability based on placement data
 Learning Assistance Center data—work in (Report)
progress  Articles: A Period of Adjustment? Race-
 Powerpoint from Dr. Richards—Who are our adjusted Rates for a State Accountability;
Students? Trickle‐Across Theory: Student Flow Into
 Article—7 Myths of Student Retention and Away from the California Community
Colleges
 Multiple files on Qualitative data collection
technique (Focus Groups)
 ARCC data report from LATTC which has all
colleges in District comparison

10. IN THE BEGINNING… There Was Data
GOAL OF AtD DATA SHARED
Factbook; exit point analysis; highest
enrmt/lowest success data; lowest retention
courses data; low success courses data; drop
1. Students Successfully
survey results Spring2011; in progress:
complete the courses they take
dismissal/probation student analysis (which
may have some spillover into the other 5
goals)
2. Students Advance from Factbook; exit point analysis; learning center
remedial to credit-bearing data (in progress); Course availability report
courses (Matriculation)
3. Students Enroll in and
successfully complete exit point analysis; Factbook; IPEDS; ARCC
gatekeeper courses
4. Students Enroll from one
exit point analysis; Factbook; IPEDS; ARCC
semester to the next
5. Students Earn degrees and/or Kick Off presentation data slides; exit point
certificates analysis; IPEDS data; Factbook; ARCC

11. We are HERE
Component Component Component Component
One Two Three Four
“What’s Wrong?” “Why?” Intervention(s) Evaluation &
(Outcome Measures) (Underlying Factors) Modification
Use Longitudinal, Collect, analyze, and use Use data from Collect, analyze, and use
Disaggregated, Cohort second set of LOCAL Component Two to evaluation data to
data to assess Student data to identify the revise or design new answer:
Success Outcomes (e.g., underlying factors interventions to
Persistence, Course (barriers or challenges) effectively address the 1) To what extent did the
Completion rates, Degree impeding student underlying factors interventions (or policy
comp. rates) to determine: success: impeding student changes) effectively
success. address the underlying
1) Which student groups • Focus Groups factors impeding
are less successful than • Surveys Review and consider student success?
others (Equity Gaps in • Literature Reviews changes to existing
Student Success). • Learning Outcome college policies that 2) To what extent did the
Assessment impact the underlying interventions
2) Which high factors impeding increase student
enrollment courses have Many Colleges: student success. success?
the lowest success (a) Skip
rates. (b) Loosely rely on national
literature (Engagement) Make modifications
(c) Lack a local understanding based on evaluation
based on qualitative data results.
Reference: Gonzalez, K. P. (2009). Using data to increase student success: A focus on diagnosis.
Achieving the Dream Inc. www.achievingthedream.org

12. LAHC COURSES
With Highest Enrollments (X Demographics)
• English 28 • Phys Ed 690
• English 101 • Pol Sci 1
• Health 11 • Psych 1
• History 11 • Soc 1
• Math 123A • Speech 101

13. LAHC COURSES
With Low Retention (X Demographics)
• AJ 008 • Eng Tek 049
• Bus 10(HAS NOW BEEN ARCHIVED) • English 203
• Bus 38 • English 218
• Co Tech 035 • Geog 001
• Co Tech 060 • Hist 006
• Dev Com 37Z (lab) • Nursing 364
• Spanish 101 (lab)

14. AT WHAT LEVEL
Where are our students placing in Essential Skills?
2010/2011: Students with Placement Test Results on File
English Math
# % # %
At college Level 644 22% 37 1%
One level below college level 1,629 57% 25 < 1%
Two levels below college level 353 12% 0 0
Three levels below college level 258 9% 1,305 44%
Four levels below college level NA 1,591 54%
Total 2,884 100% 2,958 100%

15. COURSE AVAILABILITY
Are ESL Courses Available to Students?
ESL
• Too many sections of English 85 and English 86 are
offered.
• Each level had 70 seats open
• Sections are not filling to capacity reflecting under-
enrollment /over scheduling
• Even with the placements and the number of students
ready for those levels, there were only 21 and 27
enrolled at census, respectively.
• Recommend section reductions to match the demand

16. COURSE AVAILABILITY
Are English Courses Available to Students?
ENGLISH
• Insufficient number of sections of English 28/31.
• Census enrollment exceeds the number of seats
available.
• Majority of students were placed in English 28/31
• 969 placements + 166 prepared based on completion of
the prerequisite (English 21/73).
• Recommend that sections increase to meet demand

17. COURSE AVAILABILITY
Are Math Courses Available to Students?
MATH
• Insufficient sections of Learning Skills 10/Math 112.
• Census enrollment exceeded the 450 seats offered.
• 932 students were placed in Learning Skills 10/Math 112
• Insufficient sections of Math 123A.
• Census enrollment exceeded the 450 seats offered
• 748 were placed in this level.
• Recommendation that sections increase to meet
demand

18. ENROLLMENT & GRADUATION
by Demographic by Cohort Years
RACE/ETHNICITY Enrollment % Graduates %
2005 2006 2007 2008 2009 2005 2006 2007 2008 2009
Asian/Pacific-Islander 17 18 18 18 18 20 20 30 19 14
Black /non-Hispanic 13 14 14 15 14 55 45 12 8 12
Hispanic/Latino 42 42 42 42 43 41 13 29 20 13
Native American 1 1 1 1 1 0 0 100 0 0
White/ non-Hispanic 20 19 17 16 16 15 50 38 26 24
Other/Unknown 6 6 6 7 7 6 6 44 21 14
Summary: Demographic profile of the student population has little variation.
The percentage of graduates by ethnicity/race has wider variation (IPEDS reports)

19. DEMOGRAPHY
of First Time College Students
GENDER Gender FIRST TIME % NOT FIRST TIME %
Female 57.7% 63.7%
Male 42.3% 36.3%
ETHNICITY FIRST TIME % NOT FIRST TIME %
Asian 15.8% 17.5%
Black 13.9% 13.7%
Hispanic 43.2% 42.5%
White 19.9% 19.4%
Amer Ind 1.7% 1.5%
Unknown/Decline 5.6% 5.4%

20. DEMOGRAPHY
of First Time College Students
FINANCIALGender
AID FIRST TIME % NOT FIRST TIME %
NO BOGG 63.9% 67.4%
BOGG 36.1% 32.6%
AGE FIRST TIME % NOT FIRST TIME %
Under 20 54.6% 23.4%
20 - 24 21.4% 33.0%
25 - 34 13.7% 22.9%
35 - 54 9.3% 17.6%
55 and over .9% 3.1%

21. DEMOGRAPHY
Summary
GENDER FINANCIAL AID
 A slight difference compared  A little over 36% receive some
to the college population. kind of financial assistance.
Slightly less (6%) first time
college student women and 6% AGE
more men.
 Most first time college
students are recent high
ETHNICITY
school graduates. This
 Overall, ethnicity of first time results to a largely younger
college students mirror the rest population compared to
of the college population. the entire college
population.

22. PERSISTENCE
of First Time College Students by Ethnicity & Gender
Lowest Persistence In The First Year:
100%
 African American Male
 African American Female
 Hispanic Male
80%  White Male
60%
53.6% 53.0%
47.0%
44.1%
41.5% 42.6%
40%
30.3%
25.5%
20%
0%
Fa04 Sp05 Fa05
Asian F Asian M AfrAmer F AfrAmer M Hisp F Hisp M White F White M

23. PERSISTENCE
of First Time College Students by Ethnicity & Gender
100%
Lowest Persistence In The Second Year:
 African American Male
80%  African American Female
 Hispanic Male
 White Male
60%
40% 36.5%
34.3%
27.5% 26.6% 27.8%
22.5%
19.7%
20%
12.1%
0%
Fa04 Sp06 Fa06
Asian F Asian M AfrAmer F AfrAmer M Hisp F Hisp M White F White M

24. PERSISTENCE
of First Time College Students by Ethnicity & Gender
100%
Lowest Persistence In The Third Year:
 African American Male
80%  African American Female
 Hispanic Male
 White Male
60%
40%
21.7%
18.8%
20% 15.9%
13.7%
12.1% 11.8% 11.3%
7.6%
0%
Fa04 Sp07 Fa07
Asian F Asian M AfrAmer F AfrAmer M Hisp F Hisp M White F White M

25. PERSISTENCE
of First Time College Students by Ethnicity & Gender
100%
80% Lowest Persistence In The Fourth Year:
 African American Male
 African American Female
 Hispanic Male
 White Male
60%
 Asian Male
40%
20%
13.0%
11.3%
9.8% 8.8% 7.6%
6.9% 7.8%
1.5%
0%
Fa04 Sp08 Fa08
Asian F Asian M AfrAmer F AfrAmer M Hisp F Hisp M White F White M

26. PERSISTENCE
of First Time College Students by Ethnicity & Gender
100%
Lowest Persistence In The Fifth Year:
 African American Male
80%  African American Female
 Hispanic Male
 White Male
 Asian Male
 White Female
60%
40%
20%
10.0% 8.8%
6.1% 7.0% 6.3% 7.0%
5.9%
0.0%
0%
Fa04 Sp09 Fa09
Asian F Asian M AfrAmer F AfrAmer M Hisp F Hisp M White F White M

27. PERSISTENCE
of First Time College Students -- Summary
Ethnicity and Gender
With Lowest Persistence In 5-Year Trend:
 African American Males
 African American Females
 Hispanic Males
 White Males

28. DEGREE & CERTIFICATE
Attainment of First Time College Students Over Time
65
39
36
Count
20 19
7 7
Within 1 2 years 3 years 4 years 5 years 6 years More than
year 6 years

29. DEGREE & CERTIFICATE
Attainment of First Time College Students - Summary
Awards Received:
 Within 2 years -- 4% received a degree
or certificate.
 Within 4 years –12% received a degree
or certificate.
 Overall, 16% (or 193) of 1,209 First Time
College Students in Fall 2004 received a
degree or certificate.

30. ENGLISH, MATH, PD
Courses Taken & Successfully Completed
Within the First Year of College
 32% (390) took an English course
 Of that group: 6% were African
American, 17% Asian, 21% White, and 49%
Hispanic.
 19% (225) took a Math course
 Of that group: 5% were African
American, 15% Asian, 20% White, and 53%
Hispanic.
 Only 2% took a Personal Development course.